Unit: Romeo and Juliet vs. West Side Story Subject: Performing Arts Subject: Performing Arts Grade: Eighth Grade Grade: Eighth Grade Instructional Goal: Students will compare Romeo and Juliet to West Side Story. Instructional Goal: Students will compare Romeo and Juliet to West Side Story. Created by: Mrs. Danielle LeNoir Created by: Mrs. Danielle LeNoir

Music Standards: Standards and Grade Level Expectations Music Standard VII: Evaluating music and musical performances Music Standard VII: Evaluating music and musical performances GLE 7.4 Discuss and evaluate the relationship between music and human emotions GLE 7.4 Discuss and evaluate the relationship between music and human emotions Music Standard VIII: Making connections between music, the other arts, and other curricular areas Music Standard VIII: Making connections between music, the other arts, and other curricular areas GLE 8.3 Make connection with other disciplines as they relate to music GLE 8.3 Make connection with other disciplines as they relate to music Music Standard XI: Understanding music in relation to diverse cultures, times, and places Music Standard XI: Understanding music in relation to diverse cultures, times, and places GLE 9.6 Identify and explain the characteristics that cause a musical work to be considered culturally, historically and/or geographically significant. GLE 9.6 Identify and explain the characteristics that cause a musical work to be considered culturally, historically and/or geographically significant.

Theatre Standards, Dance Standards, and Grade Level Expectations Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances GLE 7.4 Explain how dramatic elements (plot, character, action, diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole. GLE 7.4 Explain how dramatic elements (plot, character, action, diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole. Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places GLE 8.2: Analyze dramatic works in the context of the culture, times, and places GLE 8.2: Analyze dramatic works in the context of the culture, times, and places Dance Standard III: Understanding dance as a way to create and communicate Dance Standard III: Understanding dance as a way to create and communicate Meaning Meaning GLE 3.1 Take an active role in a class discussion about interpretations of and reactions to a dance GLE 3.1 Take an active role in a class discussion about interpretations of and reactions to a dance GLE 3.2 Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance GLE 3.2 Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance GLE 3.7 Formulate and answer questions about how movement choices communicate abstract ideas in dance GLE 3.7 Formulate and answer questions about how movement choices communicate abstract ideas in dance

Reading and Writing Common Core State Standards Reading Standards for Literature Grade 8 Reading Standards for Literature Grade 8 Key Ideas and Details Key Ideas and Details 1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Reading Standards for Informational Text 8 Reading Standards for Informational Text 8 Key Ideas and Details Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Writing Standards 8 Writing Standards 8 Text Types and Purposes Text Types and Purposes Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.

ROMEO AND JULIET DAY 1 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will discuss the following question with their table partners: What do you know about the story Romeo and Juliet? Essential Question: Who are the two quarrelling families and why are they at odds? Today students will: will discuss the following question with their table partners: What do you know about the story Romeo and Juliet? (activating strategy). review the following essential question: Who are the two quarrelling families and why are they at odds? read Romeo and Juliet-individually page 1 (instructional strategy). discuss the character’s, plot, and facts pertaining to the story(instructional strategy). take notes and answer questions about the story(instructional strategy). write and answer the following question in their learning log using complete sentences: Who are the quarreling families and why are they at odds? (summarizing strategy).

DAY 1: Pair-Share Activating Strategy Directions: Students will discuss the following question with their table partner: Students will discuss the following question with their table partner: What do you know about the story Romeo and Juliet? What do you know about the story Romeo and Juliet?

DAY 1: Essential Question Who are the quarrelling families and why are they at odds?

Day 1 Instructional Strategy Directions: Please take out two pieces of papers and write the following headings.

Day 1 Instructional Activity: Silent Read Page 1 DIRECTIONS: Students will silently read PAGE 1. Students will silently read PAGE 1. Students will: Students will: write down any unfamiliar words on the Romeo and Juliet word list. write down any unfamiliar words on the Romeo and Juliet word list. determine the setting for Romeo and Juliet. determine the setting for Romeo and Juliet. determine who are the quarrelling families and why are they at odds. determine who are the quarrelling families and why are they at odds.

Italy

ROMEO AND JULIET NOTES A Setting-Romeo and Juliet took place 500 years ago in Verona-North Italy ( 1500’s) Setting-Romeo and Juliet took place 500 years ago in Verona-North Italy ( 1500’s) Families are the Montagues and Capulets Families are the Montagues and Capulets Romeo- is 17 years old and is a Montague Romeo- is 17 years old and is a Montague Benvolio- is a Montague Benvolio- is a Montague & is a loyal friend of Romeo’s & is a loyal friend of Romeo’s Mercutio- non-member of either family-joker Mercutio- non-member of either family-joker & is a friend of Romeo’s Rosaline- is the woman Romeo is in Rosaline- is the woman Romeo is in love with (not a Montague or Capulet)

DAY 1 Learning Log Think-Write Summarizing Activity Directions: Students will write and answer the following question in their learning log using complete sentences: Students will write and answer the following question in their learning log using complete sentences: Who are the quarreling families and why are they at odds?

ROMEO AND JULIET DAY 2 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will discuss the following question with their table partner: What name, fact, or vocabulary word do you remember from yesterday’s reading of Romeo and Juliet?. Essential Question: Who is Juliet and what is her circumstance? Today students will: will discuss the following question with their table partner: What name, fact, or vocabulary word do you remember from yesterday’s reading of Romeo and Juliet? (activating strategy). review the following essential question: Who is Juliet and what is her circumstance? complete the R&J setting portion of the comparison chart. (instructional strategy). pair-read Romeo and Juliet-bottom of page 1 to bottom of page 3 (instructional strategy). discuss the character’s, plot, and facts pertaining to the story (instructional strategy). take notes and answer questions about the story(instructional strategy). write and answer the following statement in their learning log: The three important things/ideas from the lesson today are ____,_______,______, but the most important thing I learned today is_________. (summarizing strategy).

DAY 2 Pair-Share Activating Strategy Directions: Students will discuss the following question with their table partner: What name, fact, or vocabulary word do you remember from yesterday’s reading of Romeo and Juliet?.

DAY 2 Comparison Chart: Directions: Students will complete the Romeo and Juliet setting portion of the R&J vs. WSS Comparison Chart. Area of ComparisonRomeo and Juliet Setting (What is the time period and location of the story?)

DAY 2 Essential Question Who is Juliet and what is her circumstance?

Day 2 Instructional Activity: pair-read page 1 last paragraph to the bottom page 3 Students will pair-read page 1 last paragraph to the bottom of page 3 with their assigned partner. Students will: write down any unfamiliar words on the Romeo and Juliet word list. write down any unfamiliar words on the Romeo and Juliet word list. describe each new character introduced. describe each new character introduced. indicate who Juliet is marrying in their notes. indicate who Juliet is marrying in their notes. what party is Romeo, Benvolio, and Mercutio planning to attend and why. what party is Romeo, Benvolio, and Mercutio planning to attend and why.

ROMEO AND JULIET NOTES B Juliet- 14 year old beautiful Capulet Nurse - older Capulet woman who takes care of Juliet Paris - relative of the Prince who wants to marry Juliet Tybalt- Juliet’s cousin- strong and fearless- Capulet family

DAY 2 Summarizing Activity: The Important Thing/Idea Directions: Students will write and answer the following statement in their learning log: The three important things/ideas from the lesson today are ____,_______,______, but the most important thing I learned today is_________.

ROMEO AND JULIET DAY 3 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will write and answer the following question in their learning log using complete sentences: Who is Juliet and what is her circumstance? Essential Question: Why did Romeo risk going to the party? What happened at the engagement party? Today students will: will write and answer the following question in their learning log using complete sentences: Who is Juliet and what is her circumstance? (activating strategy). review the essential question. pair-read Romeo and Juliet -top of page 4 to the bottom of page 7 (instructional strategy). discuss the character’s, plot, and facts pertaining to the story(instructional strategy). take notes and answer questions about the story(instructional strategy). discuss and answer the following question swith their table partner: Why did Romeo risk going to the party? What happened at the engagement party? (summarizing strategy).

DAY 3 Learning Log Think-Write Activating Strategy DAY 3 Learning Log Think-Write Activating Strategy Directions: Students will write and answer the following question in their learning log using complete sentences: Who is Juliet and what is her circumstance?

DAY 3 Essential Questions DAY 3 Essential Questions Why did Romeo risk going to the party? What happened at the engagement party?

DAY 3 Instructional Activity pair-read top of page 4 to the bottom of page 7 Students will pair-read page 4 paragraph 1 to the bottom of page 7 with their assigned partner. Students will pair-read page 4 paragraph 1 to the bottom of page 7 with their assigned partner. Students will Students will write down any unfamiliar words on the Romeo and Juliet word list. write down any unfamiliar words on the Romeo and Juliet word list. describe the engagement party (1 st meeting) describe the engagement party (1 st meeting) Who was the party for? Who was the party for? Who attended the party? Who attended the party? Why did Romeo attend the party? Why did Romeo attend the party? What happened at the party? What happened at the party? Who discovered Romeo’s true identity? Who discovered Romeo’s true identity? What happened after the party? What happened after the party?

ROMEO AND JULIET NOTES C Engagement Party Capulet costume party-for the engagement of Juliet to Paris Mercutio dares Romeo and Benvolio to attend the party Romeo dressed as a Palmer (traveler) to the Capulet party Romeo gets into the party and dances with Juliet Nurse is the first to find out Romeo’s true identity Romeo meets Juliet at her house after the party and decide to get married the next morning

DAY 3 Pair-Share Summarizing Activity Directions: Students will discuss the following question with their table partner: Why did Romeo risk going to the party? What happened at the engagement party?

ROMEO AND JULIET DAY 4 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will complete the Romeo and Juliet 1 st meeting portion of the R&J vs. WSS Comparison Chart. Essential Question: How will Romeo and Juliet’s marriage be problematic? Today students will: will complete the Romeo and Juliet 1 st meeting portion of the R&J vs. WSS Comparison Chart (activating strategy). review the essential question: How will Romeo and Juliet’s marriage be problematic? (instructional strategy). pair-read Romeo and Juliet -top of page 8 to the bottom of page 10- (instructional strategy). discuss the character’s, plot, and facts pertaining to the story (instructional strategy). take notes and answer questions about the story(instructional strategy). will complete the following sentence: Romeo and Juliet’s marriage will… because…. summarizing strategy).

DAY 4 Comparison Chart: Activating Strategy Students will complete the Romeo and Juliet 1st meeting portion of the R&J vs. WSS Comparison Chart. Area of ComparisonRomeo and Juliet First Meeting (Who is the meeting between? Where is the meeting taking place? What happened?)

DAY 4 Essential Questions DAY 4 Essential Questions How will Romeo and Juliet’s marriage be problematic?

DAY 4 Instructional Activity: pair-read the top of page 8 to the bottom of page 10 Students will pair-read page 8 paragraph 1 to the bottom of page 10 with your partner. Students will: write down any unfamiliar words on the Romeo and Juliet word list. write down any unfamiliar words on the Romeo and Juliet word list. describe the Plan/Marriage: describe the Plan/Marriage: Who is getting married and by whom? Who is getting married and by whom? What is symbolic about the ring? What is symbolic about the ring? Where does Juliet put the ring and why? Where does Juliet put the ring and why? describe what happened at the Tavern: describe what happened at the Tavern: Why is Tybalt furious? Why is Tybalt furious? Who dies and how? Who dies and how?

ROMEO AND JULIET NOTES D Marriage of Romeo and Juliet: (Morning after Party) (Morning after Party) Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees Nurse met Priest at 9:OO a.m. to discuss plan Nurse met Priest at 9:OO a.m. to discuss plan

ROMEO AND JULIET NOTES E E E E Marriage of Romeo and Juliet: Marriage of Romeo and Juliet: (Morning after Party) (Morning after Party) Romeo and Juliet get married at Chapel by the Priest Romeo and Juliet get married at Chapel by the Priest Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague) Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague) Juliet put the ring in her pocket-then- around her neck Juliet put the ring in her pocket-then- around her neck Juliet had to go home after the wedding Juliet had to go home after the wedding

ROMEO AND JULIET NOTES F Street/Tavern Street/Tavern Tybalt- Juliet’s cousin- strong and fearless- Capulet family Tybalt- Juliet’s cousin- strong and fearless- Capulet family Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet Tybalt over heard the conversation and went looking for Romeo Tybalt over heard the conversation and went looking for Romeo

DAY 4 Fill in the Blank Summarizing Activity Directions: Students will complete the following sentence: Romeo and Juliet’s marriage will… because….

ROMEO AND JULIET DAY 5 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will complete the “marriage” portion of the Romeo and Juliet on the Comparison Chart. Essential Question: How would you describe the fight at the Tavern? How will the event that happened at the Tavern have an impact on Romeo and Juliet relationship? Today students will: will complete the “marriage” portion of the Romeo and Juliet on the Comparison Chart. (activating strategy). review the essential question: How would you describe the fight at the Tavern? How will the event that happened at the Tavern have an impact on Romeo and Juliet relationship?(instructional strategy). silent-read Romeo and Juliet-top of page 11 to the bottom of page 13-(instructional strategy). discuss the character’s, plot, and facts pertaining to the story (instructional strategy). take notes and answer questions about the story(instructional strategy). complete the RnJ marriage and rivalry/conflict portions of the comparison chart (instructional strategy). will discuss the following questions with their table partner: How would you describe the fight at the Tavern?How will the event that happened at the Tavern have an impact on Romeo and Juliet’s relationship?(summarizing strategy)

DAY 5 Activating Strategy: Comparison Chart Students will complete the Romeo and Juliet marriage portion of the R&J vs. WSS Comparison Chart. Area of ComparisonRomeo and Juliet Marriage (Who is getting married and by whom? When and where are they getting married? Who knows?)

Day 5 Activating Strategy: Act out the fight Scene at the Tavern. Directions: Students will act out the fight scene. Think Questions: How would you describe the fight at the Tavern? How would you describe the fight at the Tavern? Romeo, Tybalt, Mercutio, and Benvolio are all characters present at the fight. Romeo, Tybalt, Mercutio, and Benvolio are all characters present at the fight.

ROMEO AND JULIET NOTES G The Fight The Fight Tybalt challenged unwilling Romeo Tybalt challenged unwilling Romeo Mercutio steps in and attempts to stab Tybalt-Romeo tries to stop them Mercutio steps in and attempts to stab Tybalt-Romeo tries to stop them Tybalt stabbed and killed Mercutio Tybalt stabbed and killed Mercutio In rage Romeo stabbed and killed Tybalt In rage Romeo stabbed and killed Tybalt

ROMEO AND JULIET NOTES H The Fight The Fight Benvolio meets with the Prince Benvolio meets with the Prince Prince listens to Benvolio’s explanation of the fight in the Tavern Prince listens to Benvolio’s explanation of the fight in the Tavern Prince banishes Romeo from Verona-if he returns he would be beheaded Prince banishes Romeo from Verona-if he returns he would be beheaded

DAY 5 Instructional Activity: Comparison Chart: Students will complete the Romeo and Juliet rivalry/conflict portion of the R&J vs. WSS Comparison Chart. Area of ComparisonRomeo and Juliet Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between?

DAY 5 Instructional Activity : silent-read the top of page 11 to the bottom of page 13 Students will read Page 11 paragraph 1 to the bottom of Page 13 with your partner. Students will: write down any unfamiliar words on the Romeo and Juliet word list. write down any unfamiliar words on the Romeo and Juliet word list. describe what happens after the fight. describe what happens after the fight. Why does Benvolio meet with the prince? Why does Benvolio meet with the prince? What does the prince tell Benvolio? What does the prince tell Benvolio? How does Romeo tell Juliet what happened at the Tavern? How does Romeo tell Juliet what happened at the Tavern?

Day 5 Summarizing Activity: Directions: Students will discuss the following questions with their table partner: Directions: Students will discuss the following questions with their table partner: How would you describe the fight at the Tavern? How would you describe the fight at the Tavern? How will the event that happened at the Tavern have an impact on Romeo and Juliet’s relationship? How will the event that happened at the Tavern have an impact on Romeo and Juliet’s relationship?

ROMEO AND JULIET DAY 6 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will write and answer the following question in their learning log: How do you predict the story will end? Why and who is sending the messages to Romeo? Essential Questions: How do you predict the story will end? Why and who is sending the messages to Romeo? What do the messages reveal? Today students will: write and answer the following question in their learning log: How do you predict the story will end? Why and who is sending the messages to Romeo? (activating strategy). review the essential question: How do you predict the story will end? Why and who is sending the messages to Romeo? What do the messages reveal? (instructional strategy). Pair-read Romeo and Juliet-14 to the end-(instructional strategy). discuss the character’s, plot, and facts pertaining to the story (instructional strategy). take notes and answer questions about the story(instructional strategy). complete Romeo and Juliet portion of the comparison chart (instructional strategy). will discuss the follow questions with their table partner: Why and who is sending the messages to Romeo? (summarizing activity). What do the messages reveal?

Day 6 Learning Log Activating Strategy: Directions: Students will write and answer the following question in their learning log: How do you predict the story will end?

DAY 6 Instructional Activity: pair-read the top of page 14 to the bottom of page 18 Students will pair-read page 14 paragraph 1 to the bottom of Page 18 with your partner. Students will: write down any unfamiliar words on the Romeo and Juliet word list. write down any unfamiliar words on the Romeo and Juliet word list. describe the message. describe the message. describe the deaths. describe the deaths. describe the resolution. describe the resolution. describe why the deaths are tragic. describe why the deaths are tragic.

ROMEO AND JULIET NOTES I The Drug/The Message The Drug/The Message MESSAGE #1:Priest sent a messenger with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead MESSAGE #1:Priest sent a messenger with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead Priest’s messenger did not get the message to Romeo because there was a plague and he could not get into Mantua Priest’s messenger did not get the message to Romeo because there was a plague and he could not get into Mantua The Drug: Priest gave Juliet a drug so her family would think she was dead The Drug: Priest gave Juliet a drug so her family would think she was dead She took drug-did not tell nurse She took drug-did not tell nurse Nurse found her limp, cold body Nurse found her limp, cold body

ROMEO AND JULIET NOTES J The Drug/The Message The Drug/The Message MESSAGE #2: Nurse wrote note telling Romeo about Juliet’s death MESSAGE #2: Nurse wrote note telling Romeo about Juliet’s death Nurse met with Priest, Priest sent Nurse’s note to Romeo confident that Romeo DID receive first note (from Priest) Nurse met with Priest, Priest sent Nurse’s note to Romeo confident that Romeo DID receive first note (from Priest) Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet

Day 6 Pair-Share Summarizing Activity Directions: Students will discuss the follow questions with their table partner: Why and who is sending the messages to Romeo? What do the messages reveal?

ROMEO AND JULIET DAY 7 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will discuss the following question with their table partner: In what ways do the messages impact the conclusion of the story? Essential Questions: In what ways do the messages impact the conclusion of the story? Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play? Today students will: will discuss the following question with their table partner: In what ways do the messages impact the conclusion of the story? activating strategy). review the essential question: How do you predict the story will end? Why and who is sending the messages to Romeo? What do the messages reveal? (instructional strategy). finish taking notes (instructional strategy). Complete the message portion of the comparison chart(instructional strategy). will write and answer the following question in their learning log: Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play? (summarizing activity).

Day 7 Pair-Share Activating Strategy Directions: Students will discuss the follow questions with their table partner: In what ways do the messages impact the conclusion of the story?

DAY 7 Instructional Activity: Comparison Chart: Students will complete the Romeo and Juliet message portion of the R&J vs. WSS Comparison Chart. Area of ComparisonRomeo and Juliet Message/Letter (Who sent the letter(s)/message? What did it say? Why was it important to the story’s plot?

ROMEO AND JULIET NOTES k The Deaths of Paris, Romeo, and Juliet The Deaths of Paris, Romeo, and Juliet Juliet was in the tomb Juliet was in the tomb Romeo comes to the tomb-is confronted in the court yard by Paris who he kills Romeo comes to the tomb-is confronted in the court yard by Paris who he kills Romeo puts the ring on Juliet’s finger then uses poison to kill himself Romeo puts the ring on Juliet’s finger then uses poison to kill himself Juliet awakes and realizes Romeo’s dead and kills herself using Romeo’s dagger Juliet awakes and realizes Romeo’s dead and kills herself using Romeo’s dagger Priest finds Romeo, Juliet, and Paris dead in the tomb Priest finds Romeo, Juliet, and Paris dead in the tomb The deaths bring both families together after realizing Romeo and Juliet were married The deaths bring both families together after realizing Romeo and Juliet were married

Day 7 Learning Log Summarizing Activity: Direcitons: Students will write and answer the following question in their learning log: Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play? Hint: Hint: The characters in Romeo and Juliet are:….(which family does each character belong to) The characters in Romeo and Juliet are:….(which family does each character belong to) The following character(s) contribute to …. death because…. The following character(s) contribute to …. death because…. Characters: Nurse, Priest, Old Capulet, Benvolio Characters: Nurse, Priest, Old Capulet, Benvolio Character Who Die: Mercutio, Tybalt, Paris, Romeo, and Juliet Character Who Die: Mercutio, Tybalt, Paris, Romeo, and Juliet

ROMEO AND JULIET DAY 8 Students need to: – sit in assigned seats. – have their folder, paper, learning log, and pencil on their desk. – put everything not music related on the floor. WARM UP: Students will discuss the following questions with their table partner: In what ways do the messages impact the conclusion of the story? How is the conflict resolved between the two quarrelling families? Essential Questions: How is the conflict resolved between the two quarrelling families? Suppose you could have changed the outcome of Romeo and Juliets’ fate what would you have done? Today students will: will discuss the following questions with their table partner: In what ways do the messages impact the conclusion of the story? How is the conflict resolved between the two quarrelling families? (activating strategy). review the essential questions: (instructional activity). Complete the all sections of the Romeo and Juliet portions of the of the comparison chart(instructional/summarizing activity). discuss the following question with their table partner: Suppose you could have changed the outcome of Romeo and Juliet’s fate what would you have done?( optional: summarizing activity).

Day 8 Pair-Share Activating Strategy: Directions: Students will discuss the following questions with their table partner: In what ways do the messages impact the conclusion of the story? In what ways do the messages impact the conclusion of the story? How is the conflict resolved between the two quarrelling families? How is the conflict resolved between the two quarrelling families?

DAY 8 Instructional/Summary Activity Students will complete the Romeo and Juliet side of the Romeo and Juliet vs West Side Story Comparison Chart Students will complete the Romeo and Juliet side of the Romeo and Juliet vs West Side Story Comparison Chart Area of ComparisonRomeo and Juliet Deaths (Who died? How? Where?) Tragedies (Explain the tragedy in the story. Look back at death and/or conflicts.) Resolutions (How is the tragedy resolved? What conflict is resolved?) Important Scene (What is the important scene and why?)

DAY 8 Instructional/Summary Activity Comparison Chart Area of ComparisonRomeo and Juliet Setting (What is the time period and location of the story?) First Meeting (Who is the meeting between? Where is the meeting taking place? What happened?) Marriage (Who is getting married and by whom? When and where are they getting married? Who knows?) Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between? Message/Letter (Who sent the letter(s)/message? What did it say? Why was it important to the story’s plot? Deaths (Who died? How? Where?) Tragedies (Explain the tragedy in the story. Look back at death and/or conflicts.) Resolutions (How is the tragedy resolved? What conflict is resolved?) Important Scene (What is the important scene and why?)

Day 8 Summarizing Activity: Optional THINK-SHARE THINK-SHARE Directions: Students will discuss the following question with their table partner: Directions: Students will discuss the following question with their table partner: Suppose you could have changed the outcome of Romeo and Juliet’s fate what would you have done?